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While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on the work of three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes. Important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children, this accessible book outlines the changing racial, ethnic, and cultural demographics in U.S. schools and calls for educators to pay serious attention to how race and culture play out in school settings
Tyrone C. Howard is Associate Professor of Education in the Division of Urban Schooling, and Director of Center X in the Graduate School of Education Information Studies at UCLA.
Table of Contents
|Series Foreword||p. ix|
|Socioeconomic Status and School Performance||p. 2|
|Outline of the Book||p. 4|
|Moving Away from the Black-White Dichotomy||p. 6|
|Achievement Gap: Contextualizing the Problem||p. 9|
|Documenting the Achievement Gap||p. 12|
|Documenting the Discrepancies||p. 13|
|Retention, Suspensions, and Expulsions||p. 20|
|School Drop-Out and Graduation Rates||p. 22|
|Access to Gifted and AP Courses||p. 25|
|SAT Scores||p. 25|
|Explaining the Gaps||p. 26|
|Future Considerations||p. 32|
|Changing Demographics||p. 35|
|A Changing Nation||p. 36|
|Demographic Shifts by Geographic Region and Age||p. 38|
|U.S. Schools and Changing Demographics||p. 39|
|Are Teachers Being Prepared to Teach in Diverse Settings?||p. 41|
|Multicultural Education for School Reform||p. 43|
|The Role of Social Class||p. 46|
|Culture, Race, and Ethnicity||p. 52|
|The Complexity of Culture||p. 54|
|Sociocultural Theory||p. 56|
|Cultural Modeling||p. 58|
|Cultural Repertoires of Practice||p. 60|
|Normalizing Culture in Everyday Practice||p. 64|
|Culturally Responsive Pedagogy||p. 67|
|Seeking Clarity in Culture and Pedagogy||p. 69|
|Empirical and Conceptual Work on Culturally Responsive Pedagogy||p. 71|
|The Importance of Pedagogy||p. 75|
|Programs with Culturally Responsive Teaching||p. 77|
|The Role of Race in Learning||p. 91|
|Interrogating Race||p. 92|
|Race and Education in the United States||p. 95|
|Critical Race Theory: A Framework for Examining Race and Achievement||p. 98|
|Empirical Works Examining Race||p. 100|
|Granting Voice to Those Who Rarely Are Heard||p. 103|
|Internalized Racism: Educators of Color and Acts of Exclusion||p. 106|
|Racial Frames of Reference||p. 107|
|Developing Cultural Competence and Racial Awareness in Classroom Teachers||p. 111|
|Cultural Competence||p. 112|
|Critical Self-Reflection on Race and Culture||p. 114|
|Race, Culture, and the Adaptive Unconsciousness||p. 116|
|Racial Awareness||p. 121|
|A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race||p. 122|
|Final Considerations||p. 128|
|Examples of School Success for Culturally Diverse Students||p. 129|
|Stories of School Success||p. 131|
|Visionary Leadership||p. 134|
|Effective Instructional Practices||p. 137|
|Intensive Academic Intervention||p. 140|
|Explicit Acknowledgment of Race||p. 143|
|Parental and Community Engagement||p. 145|
|Final Thoughts||p. 148|
|About the Author||p. 182|
|Table of Contents provided by Ingram. All Rights Reserved.|